Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 90
Fathers' experiences as carers for autistic children with learning disabilities
- Authors:
- CAMERON Harriet, COOPER Louise
- Journal article citation:
- British Journal of Learning Disabilities, 49(1), 2021, pp.13-22.
- Publisher:
- Wiley
Background: This small study explores the lived experience of four UK‐based fathers (one black British, one white Polish and two white British) caring for at least one child with a dual diagnosis of learning disability and autism. The key aim was to get as close as possible to understanding the experience of these fathers in their role as carers. Methods: The study makes use of interpretative phenomenological analysis (IPA) as an approach to gathering (via interview) and making sense of the fathers' experiences. Findings and discussion: We co‐constructed three themes following analysis of the interview transcripts: "fatherhood: not doing enough, not doing it right"; "crossing worlds: relearning how to communicate and reclaiming fatherhood"; and "uncertain futures." We found that, for these fathers, the experiences of anxiety and helplessness were balanced with the appreciation of their value as protectors, their shifting sense of identity and of their closeness with their children. Relationships were central throughout. Conclusions: The exploration of fathers' experiences helps to highlight the less‐measurable, nuanced aspects of the joys and challenges of caring for children with dual diagnoses of learning disability and autism which might be used to enhance the support provided and to inform new approaches. (Edited publisher abstract)
Educators’ evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities
- Authors:
- NOWICKI Elizabeth A., BROWN Jason D., DARE Lynn
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e154-e163.
- Publisher:
- Wiley
Background: Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. Method: Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. Results: Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. Conclusions: Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed. (Publisher abstract)
Listening to the views of children with learning disabilities: an evaluation of a learning disability CAMHS service
- Authors:
- BOYDEN Paul, MUNIZ Michelle, LAXTON-KANE Martha
- Journal article citation:
- Journal of Intellectual Disabilities, 17(1), 2013, pp.51-63.
- Publisher:
- Sage
- Place of publication:
- London
To date, little research has explored the experiences of the children with learning disabilities who have used a learning disability child and adolescent mental health service (LD-CAMHS) within the National Health Service. This article details a service evaluation for a learning disability-child and adolescent mental health service (LD-CAMHS) in Chesterfield, North Derbyshire. The aim of the project was to produce a set of quality standards in order to ensure service users’ needs are met. Semi-structured interviews were conducted with seven children between the ages of 11 and 17 years, with moderate to severe learning disabilities. Four themes were identified; the experience of the service; communication; impact of the work carried out; and difficulties encountered. It was recommended that staff working within the service should ensure communication is at a level appropriate for the client; offer a welcoming approach; provide an open approach; and offer a reasonable choice of location. This article provides suggestions for how other LD-CAMHS teams could use these standards in other settings.
'I need help on Mondays, it's not my day. The other days, I'm OK'. Perspectives of disabled children on inclusive education
- Authors:
- de SCHAUWER Elisabeth, et al
- Journal article citation:
- Children and Society, 23(2), March 2009, pp.99-111.
- Publisher:
- Wiley
This article examines the experience of inclusive education from the perspective of disabled children. The study uses observations of, and interviews with, 15 children, aged 5–17 who go to a mainstream school. The study is set in the context of a 3-year research project exploring the practice of inclusive education in Flanders. The authors report on the key findings from the children's accounts, focusing on what they had to say about themselves, what they think about school, friends, support and their future prospects.
The experience of health and wellness in mothers of young children with intellectual disabilities
- Authors:
- MACKEY Sandra, GODDARD Linda D.
- Journal article citation:
- Journal of Intellectual Disabilities, 10(4), December 2006, pp.305-315.
- Publisher:
- Sage
- Place of publication:
- London
This interpretive research study examined the health and wellness of mothers who have a child with an intellectual disability aged 0–5 years. Interview data were collected from five women living in a rural Australian city, and analysed using qualitative techniques. The research revealed that the mothers' health is backgrounded in time, space and the physical body, because their horizon of awareness is directed toward the needs of the child with a disability.
Support for families with a learning disabled child
- Authors:
- DAVIES Jill, WILLIAMS Laura
- Journal article citation:
- Care and Health Magazine, 3.05.05, 2005, pp.34-35.
- Publisher:
- Care and Health
Looks at the findings of a report by the Foundation for People with Learning Disabilities (FPLD) which highlights the lack of support for many parents of children with learning disabilities. During the research families from in different parts of England and Wales, were contacted and their emotional needs from the time of diagnosis until their child was five were explored. Four main areas were examined: how the diagnosis was delivered; the information given immediately after the diagnosis and in following years; the emotional and practical support required; and the impact on family life.
Communicating with children who have disabilities: a right for the child - a challenge for the adult
- Author:
- WELCH B.M
- Publisher:
- B.M. Welch
- Publication year:
- 1998
- Pagination:
- 32p.
- Place of publication:
- Preston
Outlines some of the general principles involved in communicating with children with disabilities, using a child centred approach throughout.
Dundee residential project: the first two years
- Author:
- HUGHES Mike
- Publisher:
- Barnardo's
- Publication year:
- 1991
- Pagination:
- 32p.,tables,bibliog.
- Place of publication:
- Dundee
Study tracing the early history and describing the first 2 years of a community care project for children and young people with a mental handicap. Examines the expectations families have of staff, and the characteristics of the young people who were referred for consideration.
SCIE research briefing 5: short breaks (respite care) for children with learning disabilities
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
- Edition:
- Rev. ed.
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The Briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
Talking with parents of children with learning disabilities: parents' ideas about the Circle of Security parenting programme
- Authors:
- MUDDLE Sarah, et al
- Journal article citation:
- British Journal of Learning Disabilities, 50(1), 2022, pp.19-28.
- Publisher:
- Wiley
Background: The promotion of secure attachment relationships in childhood leads to better outcomes in later life (British Psychological Society 2017, Incorporating Attachment Theory into Practice: Clinical Practice Guideline for Clinical Psychologists Working with People who have Intellectual Disabilities). The Circle of Security Parenting Programme (COS-P) provides a clear framework for reflecting on attachment relationships (Cooper et al 2009, Zero to Three, 37, 27). Methods: Semi-structured interviews were conducted with parents of children with learning disabilities who attended a COS-P programme to find out about their experiences of the course and how applicable it was to them. The data were analysed using thematic analysis. Findings: Four key themes were identified: these related to (1) COS-P concepts are relevant to all children but (2) parenting a child with a learning disability is different and (3) COS-P can create a focus on their child as different, which can be painful, and (4) changes recommended to make COS-P suitable for parents of children with learning disabilities. Conclusions: This paper outlines the benefits and challenges of COS-P in sharing concepts related to attachment, whilst highlighting differences for parents of children and young people with learning disabilities, which can be painful. (Edited publisher abstract)